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Erinoid. n. name given to a plastics material manufactured from
milk: (arch.) artificial horn: also the name of a Company in
Stroud, Gloucestershire where it was produced throughout much of
the 20th century! This publication tells the story of the
development of the Company into a major British manufacturer of
plastics materials. It is extensively illustrated with historic
photographs of the site, the manufacturing processes, the workforce
and even the company's splendid sporting facilities. Erinoid was
used to make fountain pens, buttons, knitting needles and combs. It
would have been handled daily by almost everyone in Great Britain
but is now almost completely forgotten.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
This research review, written by two pioneers of e-commerce,
discusses thirty of the most important papers written in the fields
of economics, marketing and strategy. Topics covered include
evaluation of the benefit to consumers of competition and product
variety online, examination of auctions and reputational feedback
mechanisms designed to mitigate informational asymmetries in online
markets, and the debate on digital property rights including
privacy, piracy and the open source movement. The review provides a
thoughtful and accessible consideration of the subject of
e-commerce, invaluable to scholars and practitioners alike.
Forensic Science Errors and Wrongful Convictions: Case Studies and
Root Causes provides a rigorous and detailed examination of two key
issues: the continuing problem of wrongful convictions and the role
of forensic science in these miscarriages of justice. This
comprehensive textbook covers the full breadth of the topic. It
looks at each type of evidence, historical factors, system issues,
organizational factors, and individual examiners. Forensic science
errors may arise at any time from crime scene to courtroom.
Probative evidence may be overlooked at the scene of a crime, or
the chain of custody may be compromised. Police investigators may
misuse or ignore forensic evidence. A poorly-trained examiner may
not apply the accepted standards of the discipline or may make
unsound interpretations that exceed the limits of generally
accepted scientific knowledge. In the courtroom, the forensic
scientist may testify outside the standards of the discipline or
fail to present exculpatory results. Prosecutors may suppress or
mischaracterize evidence, and judges may admit testimony that does
not conform to rules of evidence. All too often, the accused will
not be afforded an adequate defense-especially given the technical
complexities of forensic evidence. These issues do not arise in a
vacuum; they result from system issues that are discernable and can
be ameliorated. Author John Morgan provides a thorough discussion
of the policy, practice, and technical aspects of forensic science
errors from a root-cause, scientific analysis perspective. Readers
will learn to analyze common issues across cases and jurisdictions,
perform basic root cause analysis, and develop systemic reforms.
The reader is encouraged to assess cases and issues without regard
to preconceived views or prejudicial language. As such, the book
reinforces the need to obtain a clear understanding of errors to
properly develop a set of effective scientific, procedural, and
policy reforms to reduce wrongful convictions and improve forensic
integrity and reliability. Written in a format and style accessible
to a broad audience, Forensic Science Errors and Wrongful
Convictions presents a root-cause analysis across all of these
issues, supported by detailed case studies and a clear
understanding of the scientific basis of the forensic disciplines.
Forensic Science Errors and Wrongful Convictions: Case Studies and
Root Causes provides a rigorous and detailed examination of two key
issues: the continuing problem of wrongful convictions and the role
of forensic science in these miscarriages of justice. This
comprehensive textbook covers the full breadth of the topic. It
looks at each type of evidence, historical factors, system issues,
organizational factors, and individual examiners. Forensic science
errors may arise at any time from crime scene to courtroom.
Probative evidence may be overlooked at the scene of a crime, or
the chain of custody may be compromised. Police investigators may
misuse or ignore forensic evidence. A poorly-trained examiner may
not apply the accepted standards of the discipline or may make
unsound interpretations that exceed the limits of generally
accepted scientific knowledge. In the courtroom, the forensic
scientist may testify outside the standards of the discipline or
fail to present exculpatory results. Prosecutors may suppress or
mischaracterize evidence, and judges may admit testimony that does
not conform to rules of evidence. All too often, the accused will
not be afforded an adequate defense—especially given the
technical complexities of forensic evidence. These issues do not
arise in a vacuum; they result from system issues that are
discernable and can be ameliorated. Author John Morgan provides a
thorough discussion of the policy, practice, and technical aspects
of forensic science errors from a root-cause, scientific analysis
perspective. Readers will learn to analyze common issues across
cases and jurisdictions, perform basic root cause analysis, and
develop systemic reforms. The reader is encouraged to assess cases
and issues without regard to preconceived views or prejudicial
language. As such, the book reinforces the need to obtain a clear
understanding of errors to properly develop a set of effective
scientific, procedural, and policy reforms to reduce wrongful
convictions and improve forensic integrity and reliability. Written
in a format and style accessible to a broad audience, Forensic
Science Errors and Wrongful Convictions presents a thorough
analysis across all of these issues, supported by detailed case
studies and a clear understanding of the scientific basis of the
forensic disciplines.
In 2008 the first in a series of symposia established a 'social
realist' case for 'knowledge' as an alternative to the relativist
tendencies of the constructivist, post-structuralist and
postmodernist approaches dominant in the sociology of education.
The second symposium focused on curriculum, and the development of
a theoretical language grounded in social realism to talk about
issues of knowledge and curriculum. Finally, the third symposium
brought together researchers in a broad range of contexts to build
on these ideas and arguments and, with a concerted empirical focus,
bring these social realist ideas and arguments into conversation
with data. Knowledge, Curriculum and Equity: Social Realist
Perspectives contains the work of the third symposium, where the
strengths and gaps in the social realist approach are identified
and where there is critical recognition of the need to
incrementally extend the theories through empirical study.
Fundamentally, the problem that social realism is seeking to
address is about understanding the social conditions of knowledge
production and exchange as well as its structuring in the
curriculum and in pedagogy. The central concern is with the
on-going social reproduction of inequality through schooling, and
exploring whether and how foregrounding specialised knowledge and
its access holds the possibility for interrupting it. This book
consists of 13 chapters by different authors working in Oceania,
Asia, Europe, Africa and North America. From very different vantage
points the authors focus their theoretical and empirical sights on
the assumptions about knowledge that underpin educational processes
and the pursuit of more equitable schooling for all.
Civil Society, Social Change and a New Popular Education in Russia
is a detailed account of contemporary issues that draws upon recent
survey research conducted by the Institute of Sociology, Russian
Academy of Sciences, as well as from secondary published work in
both Russian and English. The book explores how social change and
developments in civil society are occurring in Russia and the role
played by a new popular education. The right to lifelong learning
is guaranteed by the Russian state, as it was by the Soviet Union,
where formal education, based on communist ideology, emphasised the
needs of the state over those of individuals. In practice a wide
range of educational needs, many of which relate to coping with
changing economic, social and technological circumstances, are
being met by non-governmental providers, including commercial
companies, self-help groups, and community and neighbourhood clubs.
This book discusses how this new popular education is both an
example of developing civil society and stimulates its further
development. However, as the book points out, it is also part of a
growing educational divide, where motivated, articulate people take
advantage of new opportunities, while disadvantaged groups such as
the unemployed and the rural poor continue to be excluded.
Philosophy, Dialogue, and Education is an advanced introduction to
nine key European social philosophers: Martin Buber, Mikhail
Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice
Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jurgen Habermas.
This detailed yet highly readable work positions the
socio-political views of each philosopher within a European
tradition of dialogical philosophy; and reflects on the continuing
theoretical relevance of the work of each to education generally
and to critical pedagogy. The discussion in each chapter is
informed by materials drawn from various scholarly sources in
English and is enriched by materials from other languages,
particularly French, German, and Russian. This enhances the
comparative European cultural perspective of the book; and connects
the work of each philosopher to wider intellectual, political, and
social debates. The book will appeal to academics, postgraduates,
and researchers working in philosophy, philosophy of education, and
in educational, cultural, and social studies more generally.
Advanced undergraduate students would also benefit from the book's
discussion of primary sources and the authors' suggestions for
further reading.
"Meeting the Needs of Our Clients Creatively: The Impact of Art and
Culture on Caregiving" is an important new work which integrates
traditional understandings of care of the dying and bereaved with
the use of arts and other forms of cultural creativity in therapy
and funeralization. Twenty-one authors give us cutting-edge
insights into the practical aspects of caring for the dying and
bereaved as well as new understandings of creativity.
Civil Society, Social Change and a New Popular Education in Russia
is a detailed account of contemporary issues that draws upon recent
survey research conducted by the Institute of Sociology, Russian
Academy of Sciences, as well as from secondary published work in
both Russian and English. The book explores how social change and
developments in civil society are occurring in Russia and the role
played by a new popular education. The right to lifelong learning
is guaranteed by the Russian state, as it was by the Soviet Union,
where formal education, based on communist ideology, emphasised the
needs of the state over those of individuals. In practice a wide
range of educational needs, many of which relate to coping with
changing economic, social and technological circumstances, are
being met by non-governmental providers, including commercial
companies, self-help groups, and community and neighbourhood clubs.
This book discusses how this new popular education is both an
example of developing civil society and stimulates its further
development. However, as the book points out, it is also part of a
growing educational divide, where motivated, articulate people take
advantage of new opportunities, while disadvantaged groups such as
the unemployed and the rural poor continue to be excluded.
This book presents a broader understanding of the relationship
between Chinese higher education and economic and social change. It
attempts to fill the unevenness in China's economic and social
development and education through initiating a debate about Chinese
higher education and social justice.
Philosophy, Dialogue, and Education is an advanced introduction to
nine key European social philosophers: Martin Buber, Mikhail
Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice
Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jurgen Habermas.
This detailed yet highly readable work positions the
socio-political views of each philosopher within a European
tradition of dialogical philosophy; and reflects on the continuing
theoretical relevance of the work of each to education generally
and to critical pedagogy. The discussion in each chapter is
informed by materials drawn from various scholarly sources in
English and is enriched by materials from other languages,
particularly French, German, and Russian. This enhances the
comparative European cultural perspective of the book; and connects
the work of each philosopher to wider intellectual, political, and
social debates. The book will appeal to academics, postgraduates,
and researchers working in philosophy, philosophy of education, and
in educational, cultural, and social studies more generally.
Advanced undergraduate students would also benefit from the book's
discussion of primary sources and the authors' suggestions for
further reading.
Throughout the early modern period, scientific debate and
governmental action became increasingly preoccupied with the
environment, generating discussion across Europe and the wider
world as to how to improve land and climate for human benefit. This
discourse eventually promoted the reconsideration of long-held
beliefs about the role of climate in upholding the social order,
driving economies and affecting public health. Governing the
Environment in the Early Modern World explores the relationship
between cultural perceptions of the environment and practical
attempts at environmental regulation and change between 1500 and
1800. Taking a cultural and intellectual approach to early modern
environmental governance, this edited collection combines an
interpretative perspective with new insights into a period largely
unfamiliar to environmental historians. Using a rich and
multifaceted narrative, this book offers an understanding as to how
efforts to enhance productive aspects of the environment were both
led by and contributed to new conceptualisations of the role of
'nature' in human society. This book offers a cultural and
intellectual approach to early modern environmental history and
will be of special interest to environmental, cultural and
intellectual historians, as well as anyone with an interest in the
culture and politics of environmental governance.
Martin Buber (1878-1965) is considered one of the 20th century's
greatest thinkers and his contributions to philosophy, theology and
education are testimony to this. His thought is founded on the idea
that people are capable of two kinds of relations, namely I-Thou
and I-It, emphasising the centrality of dialogue in all spheres of
human life. For this reason, Buber is considered by many to be the
philosopher of dialogue par excellence. After Buber's death the
appreciation of his considerable legacy to the various disciplines
in which he had worked became rather muted, but was never
completely forgotten. There is now a renewed and growing interest
in Buber's thought, especially in his philosophy of education. This
book brings together aspects of Buber's philosophy and educational
practice, and explains their significance for peace dialogue and
for conflict resolution, both between individuals and communities.
Buber's philosophy of dialogue and views on education are pivotal
in demonstrating the personal and social benefits of dialogical
education as well as the dangers of non-dialogical education. The
book will be valuable reading for academics, researchers and
postgraduate students interested in Martin Buber, education, peace
dialogue and conflict resolution.
The early-Republican era (1923-1938) was a major period of musical
and cultural change in Turkey. Alaturka: Style in Turkish Music is
a study of the significance of style in Turkish music and, in
particular, the polemical debate about an eastern style of Turkish
music (called, alaturka) that developed during this rich and
complicated era of Turkish history. Representing more than twenty
years of research, the book explores the stylistic categories that
show the intersection between music and culture; the different
chapters treat musical materials, musical practices and musical
contexts in turn. Informed by critical approaches to musical
aesthetics in ethnomusicology as well as musicology and
anthropology, the book focuses upon a native discourse about
musical style, highlighting a contemporary apprehension about the
appropriate constitution of a national identity. The argument over
style discloses competing conceptions of Turkish space and time
where definitions of the east and the west, and interpretations of
the past and the present respectively were hotly contested. John
Morgan O'Connell makes a significant contribution to the study of
Turkish music in particular and Turkish history in general.
Conceived as a historical ethnography, the book brings together
archival sources and ethnographic materials to provide a critical
revision of Turkish historiography, music providing a locus for
interrogating singular representations of a national past.
In place of a distributive justice perspective which focuses simply
on equal access to universities, this book presents a broader
understanding of the relationship between Chinese higher education
and economic and social change. The necessity for research on the
place of universities in contemporary Chinese society may be seen
from current debates about and policy towards issues of educational
inequality at Chinese universities. Many questions arise as a
consequence: What are the limitations of neo-liberalism in higher
education policy and what are the alternatives? How has the Chinese
government met the challenges of educational inequality, and what
lessons may be learned from its recent initiatives? How may higher
education enhance social justice in Chinese society given economic,
social, and cultural inequality? What may be learned from the
experience of Macau, Hong Kong, and of Taiwan in terms of achieving
social justice in Chinese universities? These questions are
considered by a group of leading scholars from both inside and
outside China.
During the medieval and early modern periods the Welsh diocese of
St Davids was one of the largest in the country and the most
remote. As this collection makes clear, this combination of factors
resulted in a religious life which was less regulated and
controlled by the institutional forces of both Church and State.
Addressing key ideas in the development of popular religious
culture and the stubborn continuity of long-lasting religious
practices into the modern era, the volume shows how the diocese was
also a locus for continuing major religious controversies,
especially in the nineteenth century. Presenting a fresh view of
the Diocese of St Davids since the Reformation, this is the first
new account of religion and society in over a century. It is,
moreover, not one which is written primarily from an institutional
perspective but from that of wider society. As well as a
chronological treatment, giving an overview of the history of
religion in the diocese, chapters address key themes, including a
study of religious revivals which originated within the borders of
the diocese; consideration of popular and elite education,
including the contribution of Bishop Burgess's pioneering
institution at Lampeter (the first degree awarding institution in
England and Wales after Oxford and Cambridge); the relationship of
the Church to the revival of Welsh cultural identity; and new
reflections on the agitation and realisation of disestablishment of
the Church as it affected Wales. As such, this pioneering study has
much to offer all those with an interest, not only in Welsh
history, but ecclesiastical history more broadly.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
The early-Republican era (1923-1938) was a major period of musical
and cultural change in Turkey. Alaturka: Style in Turkish Music is
a study of the significance of style in Turkish music and, in
particular, the polemical debate about an eastern style of Turkish
music (called, alaturka) that developed during this rich and
complicated era of Turkish history. Representing more than twenty
years of research, the book explores the stylistic categories that
show the intersection between music and culture; the different
chapters treat musical materials, musical practices and musical
contexts in turn. Informed by critical approaches to musical
aesthetics in ethnomusicology as well as musicology and
anthropology, the book focuses upon a native discourse about
musical style, highlighting a contemporary apprehension about the
appropriate constitution of a national identity. The argument over
style discloses competing conceptions of Turkish space and time
where definitions of the east and the west, and interpretations of
the past and the present respectively were hotly contested. John
Morgan O'Connell makes a significant contribution to the study of
Turkish music in particular and Turkish history in general.
Conceived as a historical ethnography, the book brings together
archival sources and ethnographic materials to provide a critical
revision of Turkish historiography, music providing a locus for
interrogating singular representations of a national past.
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